Forest Avenue School
Name of Student: Alyssa Dagenais
Use the sites discussed in class to (1) assemble information about your school and (2) write one or more paragraphs for each type of information that you find.You should be able to combine these paragraphs, along with an introduction and conclusion to create a free standing, coherent, evidence-based description of your school.
Be sure that each of your paragraphs includes:
A strong topic sentence.
An explanation of why the data you chose to cite relates to the subject you are addressing, e.g. you should state why you feel that the student/teacher ratio informs your judgement about the school's ability to provide high quality teaching. These sentences should be based on the definitions of some of these measures on the InfoWorks site, but can also include your own reasoning about the subject.
Multiple pieces of specific data to support your claim. Each measure should include a comparison so that the reader can judge whether the value is relatively high or low.
Include the students' view of the school when possible.
Note: Tables are not provided because it is possible to just copy and paste the tables from the Infoworks site directly in this page!
Though Forest Avenue School has only reported the results of its third grade NECAP assessments, its students have done significantly better than the rest of the state. In third grade math, Forest Avenue School has 71% of its students ranking proficient or higher, which is a full 9% higher than the state's proficiency of 62%. The proficiency of Forest Avenue School, however, has slightly decreased over the past few years, from 77% proficient to 71% proficient. This is not a cause for significant alarm yet, because the school is still well above the state average. If the test scores drop further, the school should look into this and figure out why scores are dropping. This could mean that the teaching is insufficient and that the students are really not learning what they should. The percentage of proficient students in third grade math is also significantly higher than the percentage of proficient students in the state. Forest Avenue School has 80% scoring proficient or higher, while the state of Rhode Island only has 71% scoring proficient or higher. Just like in reading, Forest Avenue School's proficiency in math is 9% above the state's proficiency. Alarmingly, the proficiency in reading has dropped 7% in just a year. The fact that the test scores are dropping, even though Forest Avenue School scores higher than the state, should be looked into. Regardless, Forest Avenue School has met all 9 AYP (Average Yearly Progress) targets that it has been evaluated in every year. This is better than many other schools in Rhode Island.
Teaching
Information Reported By Schools
Qualifications and Teacher-Student Ratio
This School
Statewide
Teachers with Emergency Certification 2010-11
0%
1%
Not High Qualified Teachers 2010-11
4%
3%
Teacher-Student Ratio 2010-11
1:13
1:11
Information Reported by Students
Summary Paragraph(s)
The quality of teaching at Forest Avenue School is consistent with the teaching in Rhode Island as a whole. Every teacher at Forest Avenue School has his or her teaching certification instead of his or her emergency certification. This is a benefit because emergency certification is when someone without state teacher certification is allowed to teach because no one more qualified is available. Still, 4% of teachers are not highly qualified. A highly qualified teacher is a teacher who holds a bachelor's degree, has full state certification, and demonstrates full understanding of the subject matter by having a major or an equivalent in the subject. This 4% is 1% higher than the state's percentage of teachers who are not highly qualified at 3%. One percent is not a significant number. Out of the 34 teachers employed at Forest Avenue School, 4% would only be 1.36 teachers, so one or two teachers is not highly qualified. Looking at the data this way, all but a couple of the teachers are really highly qualified. The teacher-student ratio at Forest Avenue School is 1:13 as compared to the 1:11 ratio statewide. Though 11-13 students per class seems like a very good class size, some of the teachers included in this statistic are special education teachers who work more one-on-one with students. Teacher-student ratio really does not say much about a school. Overall, the teaching at Forest Avenue School is very good.
Family,Community, and Home Life
Information Reported By Schools
Student Characteristics (2010-2011)
This School
Statewide
View Details
Student Eligibility for Subsidized Lunch
35%
43%
view details
Students from Various Racial/Ethnic Backgrounds
—
—
view details
Students Receiving ESL/Bilingual Education Services
1%
5%
view details
Students Receiving Special Education Services
13%
16%
view details
Information Reported by Students
Summary Paragraph(s)
Most of the students at Forest Avenue School come from fairly well-off families. Only 35% of students are eligible for subsidized lunch as compared to the statewide total of 43%. This means that most of the families of students at Forest Avenue School are able to afford lunches without government assistance. If families can afford lunches, they are more likely to be able to afford most other necessities as well and are able to provide a better life for their children. Only 1% of students at Forest Avenue School receive English as a Second Language (ESL) services compared to 5% in the state. Most of the students at Forest Avenue School come from families where English is the primary language spoken. They are more likely to receive support from their families in academic subjects because their families are more likely to understand the material. 73% of Forest Avenue's students are white, leaving just over a quarter of the schools population for minority races. Often, though it is not always the case, white families are better off than minority races. Forest Avenue does not need to provide many resources to poor families and students, but they do provide other special education services. 13% of Forest Avenue's students receive special education services, compared to 16% in the state. This does not necessarily reflect on the student's upbringing or amount of support available from their family. Luckily, Forest Avenue has special education services available to its students. Forest Avenue School, for the most part, has students from a fairly good background who have a lot of support from their families or guardians.
Safe and Supportive Schools
Information Reported By Schools
Attendance
This School
Statewide
View Details
Attendance Rate (Elementary Schools) 2009-10
95%
94%
view details
Chronic Absenteeism 2008-09
6%
16%
—
Incidents of Suspension (2009-2010)
This School
Statewide
View Details
Number of Incidents (Elementary Schools)
4
2914
view details
Student Indicators (2009-2010)
This School
Statewide
View Details
Stability Index (Elementary Schools)
82%
87%
—
Mobility Index (Elementary Schools)
20%
13%
—
Information Reported by Students
Summary Paragraph(s)
Forest Avenue School is a fairly safe and supportive school. Its attendance rate is 95%, with only 6% of students who are chronically absent. The state target for attendance is 90%, so Forest Avenue School is doing well in that aspect, as is the rest of the state, whose attendance rate is just under Forest Avenue's at 94%. The chronic absenteeism in the state, on the other hand, is much higher than Forest Avenue School's, at 16%. Students who are chronically absent have missed 10% or more of the school year, which is 180 days. Somehow, Forest Avenue School, or the parents whose children attend it, are able to keep students going to school in a way that many schools in Rhode Island are not. Students also seem very well behaved. In 2009-2010, only four students were suspended: two were suspended for assault of another student and two were suspended for disorderly conduct. Compared to the numbers of students suspended from other schools and the violations of the rules that caused them to be suspended, Forest Avenue has very well behaved students. Based on the students' behavior, it seems that there is a very positive learning environment at Forest Avenue School.
Forest Avenue School is slightly less stable than other schools in Rhode Island. Stability Index measures the amount of students who stay in the school for a long period of time. Forest Avenue's stability index is 82%, compared to 87% statewide. Mobility Index measures the amount of students who transfer into a school. Forest Avenue's index is again higher than the state's with 20% compared to 13%. The fact that Forest Avenue scored worse on these indexes than the rest of the state means that more students are moving in and out of the school. This is negative for both the school and the students. It causes disruptions in the school since there is not as stable a class and causes even bigger disruptions to the students who cannot continue their schooling with the same students. The mobility of students to and from Forest Avenue School is one of the few factors that harms the education that goes on there.
Funding and Resources
Information Reported By Schools
Tax and Spending FY2009
This District
View Details
District Property Value per Student
$1,101,345.60
—
District Tax Rate per $1000.00
$13.24
—
District Per Pupil Expenditure
$14,890.00
—
District Property Tax Capacity
$135.00
—
District Tax Effort
$84.00
—
District Median Family Income
$57,322.00
—
Information Reported by Students
Summary Paragraph(s)
Middletown is a fairly well-off community economically. Its district property value per student is $1,101,345.60. This is the value of all of the property owned in the district divided by all of the public school students. This is a fairly high amount of money per student. This is not the money that is going toward each student's education though. The district tax rate per $1000 is $13.24. For every $1000 of property a person owns, they must pay $13.24 for public education. This means that Middletown is a somewhat wealthy community. The higher the tax rate is, the poorer the community because more money must be raised per $1000 to make up for the lower-priced properties. Per pupil, the district spends $14,890. This amount of money can provide a good education to students. The district tax effort is $84. The tax effort tells how much a district is taxed in comparison to the rest of the state. The amount it is taxed is divided by the state average and multiplied by 100. Based on this average, Middletown is taxed less than many of the other districts in the state. This could cause less money to go to the schools in Middletown, or could just mean that there is more wealth in Middletown, so it is not necessary to tax as heavily to raise the right amount of money. It seems that Forest Avenue is getting a good amount of funding from the town of Middletown.
Forest Avenue School
Name of Student: Alyssa Dagenais
Use the sites discussed in class to (1) assemble information about your school and (2) write one or more paragraphs for each type of information that you find.You should be able to combine these paragraphs, along with an introduction and conclusion to create a free standing, coherent, evidence-based description of your school.
Be sure that each of your paragraphs includes:
Note: Tables are not provided because it is possible to just copy and paste the tables from the Infoworks site directly in this page!
Useful Sources:
School Demographics and Geographical Location
Summary Paragraph(s)
Student Achievement
Information Reported By Schools
Information Reported By Students
AYP Report Card
Summary Paragraph(s)
Though Forest Avenue School has only reported the results of its third grade NECAP assessments, its students have done significantly better than the rest of the state. In third grade math, Forest Avenue School has 71% of its students ranking proficient or higher, which is a full 9% higher than the state's proficiency of 62%. The proficiency of Forest Avenue School, however, has slightly decreased over the past few years, from 77% proficient to 71% proficient. This is not a cause for significant alarm yet, because the school is still well above the state average. If the test scores drop further, the school should look into this and figure out why scores are dropping. This could mean that the teaching is insufficient and that the students are really not learning what they should. The percentage of proficient students in third grade math is also significantly higher than the percentage of proficient students in the state. Forest Avenue School has 80% scoring proficient or higher, while the state of Rhode Island only has 71% scoring proficient or higher. Just like in reading, Forest Avenue School's proficiency in math is 9% above the state's proficiency. Alarmingly, the proficiency in reading has dropped 7% in just a year. The fact that the test scores are dropping, even though Forest Avenue School scores higher than the state, should be looked into. Regardless, Forest Avenue School has met all 9 AYP (Average Yearly Progress) targets that it has been evaluated in every year. This is better than many other schools in Rhode Island.Teaching
Information Reported By Schools
Information Reported by Students
Summary Paragraph(s)
The quality of teaching at Forest Avenue School is consistent with the teaching in Rhode Island as a whole. Every teacher at Forest Avenue School has his or her teaching certification instead of his or her emergency certification. This is a benefit because emergency certification is when someone without state teacher certification is allowed to teach because no one more qualified is available. Still, 4% of teachers are not highly qualified. A highly qualified teacher is a teacher who holds a bachelor's degree, has full state certification, and demonstrates full understanding of the subject matter by having a major or an equivalent in the subject. This 4% is 1% higher than the state's percentage of teachers who are not highly qualified at 3%. One percent is not a significant number. Out of the 34 teachers employed at Forest Avenue School, 4% would only be 1.36 teachers, so one or two teachers is not highly qualified. Looking at the data this way, all but a couple of the teachers are really highly qualified. The teacher-student ratio at Forest Avenue School is 1:13 as compared to the 1:11 ratio statewide. Though 11-13 students per class seems like a very good class size, some of the teachers included in this statistic are special education teachers who work more one-on-one with students. Teacher-student ratio really does not say much about a school. Overall, the teaching at Forest Avenue School is very good.Family,Community, and Home Life
Information Reported By Schools
Information Reported by Students
Summary Paragraph(s)
Most of the students at Forest Avenue School come from fairly well-off families. Only 35% of students are eligible for subsidized lunch as compared to the statewide total of 43%. This means that most of the families of students at Forest Avenue School are able to afford lunches without government assistance. If families can afford lunches, they are more likely to be able to afford most other necessities as well and are able to provide a better life for their children. Only 1% of students at Forest Avenue School receive English as a Second Language (ESL) services compared to 5% in the state. Most of the students at Forest Avenue School come from families where English is the primary language spoken. They are more likely to receive support from their families in academic subjects because their families are more likely to understand the material. 73% of Forest Avenue's students are white, leaving just over a quarter of the schools population for minority races. Often, though it is not always the case, white families are better off than minority races. Forest Avenue does not need to provide many resources to poor families and students, but they do provide other special education services. 13% of Forest Avenue's students receive special education services, compared to 16% in the state. This does not necessarily reflect on the student's upbringing or amount of support available from their family. Luckily, Forest Avenue has special education services available to its students. Forest Avenue School, for the most part, has students from a fairly good background who have a lot of support from their families or guardians.Safe and Supportive Schools
Information Reported By Schools
Information Reported by Students
Summary Paragraph(s)
Forest Avenue School is a fairly safe and supportive school. Its attendance rate is 95%, with only 6% of students who are chronically absent. The state target for attendance is 90%, so Forest Avenue School is doing well in that aspect, as is the rest of the state, whose attendance rate is just under Forest Avenue's at 94%. The chronic absenteeism in the state, on the other hand, is much higher than Forest Avenue School's, at 16%. Students who are chronically absent have missed 10% or more of the school year, which is 180 days. Somehow, Forest Avenue School, or the parents whose children attend it, are able to keep students going to school in a way that many schools in Rhode Island are not. Students also seem very well behaved. In 2009-2010, only four students were suspended: two were suspended for assault of another student and two were suspended for disorderly conduct. Compared to the numbers of students suspended from other schools and the violations of the rules that caused them to be suspended, Forest Avenue has very well behaved students. Based on the students' behavior, it seems that there is a very positive learning environment at Forest Avenue School.Forest Avenue School is slightly less stable than other schools in Rhode Island. Stability Index measures the amount of students who stay in the school for a long period of time. Forest Avenue's stability index is 82%, compared to 87% statewide. Mobility Index measures the amount of students who transfer into a school. Forest Avenue's index is again higher than the state's with 20% compared to 13%. The fact that Forest Avenue scored worse on these indexes than the rest of the state means that more students are moving in and out of the school. This is negative for both the school and the students. It causes disruptions in the school since there is not as stable a class and causes even bigger disruptions to the students who cannot continue their schooling with the same students. The mobility of students to and from Forest Avenue School is one of the few factors that harms the education that goes on there.
Funding and Resources
Information Reported By Schools
Information Reported by Students
Summary Paragraph(s)
Middletown is a fairly well-off community economically. Its district property value per student is $1,101,345.60. This is the value of all of the property owned in the district divided by all of the public school students. This is a fairly high amount of money per student. This is not the money that is going toward each student's education though. The district tax rate per $1000 is $13.24. For every $1000 of property a person owns, they must pay $13.24 for public education. This means that Middletown is a somewhat wealthy community. The higher the tax rate is, the poorer the community because more money must be raised per $1000 to make up for the lower-priced properties. Per pupil, the district spends $14,890. This amount of money can provide a good education to students. The district tax effort is $84. The tax effort tells how much a district is taxed in comparison to the rest of the state. The amount it is taxed is divided by the state average and multiplied by 100. Based on this average, Middletown is taxed less than many of the other districts in the state. This could cause less money to go to the schools in Middletown, or could just mean that there is more wealth in Middletown, so it is not necessary to tax as heavily to raise the right amount of money. It seems that Forest Avenue is getting a good amount of funding from the town of Middletown.